TEACHER’S CLASSROOM MANAGEMENT PRACTICES AND STUDENT’S ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN NNEWI EDUCATION ZONE

<doi>10.24250/JPE/2/2022/ECA/BUO/IUU/ANA/CME

Abstract

The project examined the impact of teachers’ classroom management practices on students' academic performance in public secondary schools in Nnewi Education Zone of Anambra State. Four research questions were posed for the study while a descriptive survey research design was adopted. The population of for this study consisted of students of all the 48 secondary schools in the study area with a total of 45,432. Simple random sampling was used to select a population size of 1362 respondents drawn from 12 government owned secondary schools in the study area. This study used questionnaire, which was built from the four research questions, for collection of data. The questionnaire contained 24 question items, validated by 3 experts, with a reliability of 0.83 while the data were analyzed using mean. The major findings of the study show that the classroom management practices of teachers exert enormous influence on the academic performance of students. The teachers are well qualified to teach, but some still cannot manage classroom effectively. It was observed that there is an interaction gap between teachers and students which affects the academic performance of students negatively. To this end, the research recommended that seminars and workshop should be organized for teachers to train and acquit them with the necessary classroom management skills and practices, which will go a long to boost the academic performance of students.